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    Development of an Instructional Material for an Enriched Book Relating to Interactions between Chemical Types Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects
    (Turkish Education Assoc, 2017) Hakkari, Fidan; Yeloglu, Turgut; Tuysuz, Cengiz; Ilhan, Nail
    In this study, an instructional material for enriched book (en-book), relating to Interactions between Chemical Types unit in the ninth grade chemistry curriculum was developed. For this purpose, the effect of the material (en-book) on pupils' chemistry achievement, attitude towards chemistry and technology, motivation towards the instructional material were investigated. In the study, a quasi-experimental research design, pre and post-test experimental group model, was used. The research was conducted with 226 ninth grade pupils, 112 of them as control group and 114 as experimental group, attending four different classes in two high schools in which a pilot study called FATIH (Movement to Increase Opportunities and Technology). The project was implemented, in Hatay in spring semester of the 2014-2015 school year. Random cluster sampling method was used to select the sample groups. Lectures were carried out by traditional methods mostly by using board, course books etc. for control group and by en-book for experimental group. The data were analyzed with SPSS (version 22.0). Descriptive analysis, independent groups' t-test, Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) methods were performed to analyze the data. According to the results, there has been a significant different between both groups chemistry academic achievement mean scores in favour of experimental group (p=.000). Post-test scores from the Chemistry Attitude Scale (CAS) demonsrated that there has been a significant different between attitude towards chemistry of both groups in favour of the experimental group (p=.001) and the en-book has positively contributed to pupils motivation. The results of the study also showed that there has been no statisticaly significant difference in the attitude of control and experiment groups towards technology (p>0.05).
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    Development of two-tier diagnostic instrument and assess students' understanding in chemistry
    (Academic Journals, 2009) Tuysuz, Cengiz
    The objective of this study was to develop a two-tier test about the subject of Separation of Matter in 9(th) grade chemistry curriculum and to argue the efficiency of this test on students' achievement. First, we interviewed 21 students to develop multiple-choice items. Secondly, 24 students were asked to select the most appropriate answer to each question and then they gave explanations for their choices to develop a two-tier test. At the third phase of this study, a two-tier test including 15 questions was developed and applied to 141 students for collecting data. The results of the study showed that the two-tier test was effective on determining the students' misconceptions and also it might be used as an alternative to the traditional multiple choice test for of assessment and evaluation of alternative students' achievement.
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    Effect of the computer based game on pre-service teachers' achievement, attitudes, metacognition and motivation in chemistry
    (Academic Journals, 2009) Tuysuz, Cengiz
    The purpose of this study is to explore whether the support of traditional teaching methods with computer based games has any effect on students' achievement in chemistry course, their attitude towards chemistry, their metacognition level and motivation. For this aim, before the application, Chemistry Achievement Test (CAT), Chemistry Attitude Scale (CAS) and Metacognitive Activities Inventory (MCA-I) was used as a pre-test. During the application, such units in General Chemistry as Basic Conceptions, Structure of Atom and Periodic Table, Chemical Bound and Naming of the Compound were taught to the students in traditional teaching methods. However, the course was supported by computer-based games developed during the conduction of the course in the experiment group. At the end of the application, the scales used as pre-test were applied as post-test, too. Result shows that the learning environment supported with computer-based games have a positive effect on students' achievement in chemistry, on attitudes toward chemistry and motivation.
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    Investigating the effects of argumentation, problem and laboratory based instruction approaches on pre-service teachers' achievement concerning the concept of acid and base
    (Elsevier Science Bv, 2013) Tuysuz, Cengiz; Demirel, Ozan Emre; Yildirim, Bilal
    Herein, we examine the effect of argumentation, problem, and laboratory based instruction methods on acid and base concept. This study has been carried out with 228 pre-service teachers. The participants were divided into three different experiment groups. Each experiment group was based on argumentation, problem or laboratory. The results of this work indicated that the argumentation-based learning method has advantages over its counterpart methods, although the laboratory-based learning method is more effective in comparison to the problem-based learning method. (c) 2013 The Authors. Published by Elsevier Ltd.
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    Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers
    (Eskisehir Osmangazi Univ, Fac Education, 2016) Tatar, Erdal; Tuysuz, Cengiz; Tosun, Cemal; Ilhan, Nail
    In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the Questionnaire of Factors Affecting Students' Science Achievement (QFASSA). The data were analyzed by using the descriptive analyzing technique. The factors affecting students' science achievement were analyzed under five dimensions. The result of the study shows that the most important factors affecting student science achievement according to student science teachers are the items in the dimensions of teacher and curriculum. The results also indicates that the most important predictor of science achievement is. teaching the topics in a way that may arouse the students' curiosity. in the teacher dimension of QFASSA.